Note for teachers using this lesson plan
Before the lesson, prepare simple picture cards showing children behaving appropriately and inappropriately in different settings (home, school, public places). Ensure you have a suitable video clip ready to play. The central idea is for pupils to understand that there are calm and gentle ways to behave everywhere. Observe pupils as they try to imitate and demonstrate these appropriate behaviours during role-play and activities.
Class: Pre-School Level 1
Term: Second Term
Week: 2
Age: 2 years
Duration: 30 minutes
Subject: Social Habits
Curriculum Theme: Social Habits
Previous Lesson: Not separately stated in the scheme.
Topic: COMPOSURE
Subject Matter: COMPOSURE; Behaving appropriately and maintaining composure at home, school and public places. Weekly focus: Composure: Behaving Appropriately at Home, School and Public Places.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recognise examples of appropriate behaviour in pictures.
- Identify places where they should behave appropriately (home, school, public places).
Affective Domain
- Show willingness to behave calmly and gently.
- Respond positively to instructions about appropriate behaviour.
Psychomotor Domain
- Demonstrate simple appropriate actions like sitting quietly or walking calmly.
- Imitate appropriate behaviours modelled by the teacher.
Social Domain
- Participate in simple role-play activities showing good behaviour.
- Take turns during group activities related to behaviour.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1.
- Relevant Early Childhood Care and Education resources.
Instructional Materials
- Picture cards showing children behaving appropriately (e.g., sitting nicely, walking, sharing) and inappropriately (e.g., shouting, running, pushing).
- Video clips demonstrating good manners and appropriate behaviour.
- Puppets or dolls for role-play.
- A comfortable mat or designated area for quiet time.
Rationale for the Lesson
Learning about composure and appropriate behaviour is essential for 2-year-olds as it helps them understand how to interact positively with others in various environments. This lesson provides practical examples and opportunities for children to practise being calm, gentle, and respectful, laying a foundation for good social skills and successful interactions at home, school, and in public places.
Prerequisite/Previous Knowledge
Pupils have a basic understanding of their home, school, and may have visited public places with their families. They can follow simple instructions and recognise familiar faces.
Lesson Content/Board Summary
Composure: Behaving Appropriately at Home, School and Public Places
Composure means being calm and gentle. It means not being too loud or running around when it’s not time to play.
Behaving appropriately means acting in a good way that is right for where you are. We behave differently in different places.
Examples of Appropriate Behaviour:
- At Home:
- Sitting nicely when eating.
- Using gentle hands with toys and people.
- Speaking in a quiet voice.
- Helping to pack away toys.
- At School:
- Listening to the teacher.
- Walking, not running, inside the classroom.
- Sharing toys with friends.
- Taking turns.
- In Public Places (like the market, church, or park):
- Walking calmly with an adult.
- Using a quiet voice.
- Not touching things without asking.
- Sitting still when needed.
It is important to behave appropriately everywhere to be safe, show respect, and make everyone happy.
Key Words
- Composed – being calm and quiet.
- Appropriate – acting in a good way that is right for where you are.
- Quiet – not making loud noise.
- Gentle – soft and kind, not rough.
Our Calm and Gentle Song
Tune: Twinkle, Twinkle Little Star
Lyrics:
Calm and gentle, that is me,
Everywhere for all to see.
At my home and at my school,
Being gentle, that’s the rule.
In the market, church, or park,
I’m composed, no need to bark!
Actions:
- “Calm and gentle, that is me” – Pat chest gently.
- “Everywhere for all to see” – Point around.
- “At my home and at my school” – Make a house shape with hands, then point to school.
- “Being gentle, that’s the rule” – Nod head and make a “thumbs up” sign.
- “In the market, church, or park” – Point to different directions.
- “I’m composed, no need to bark!” – Hug self, then shake head “no.”
Watch and Learn About Good Manners
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce “composure” and “appropriate behaviour” using simple language and gestures. Show picture cards one by one, asking pupils if the behaviour is “good” or “not good” for the place shown. Emphasise the “why” in simple terms (e.g., “We walk slowly so we don’t fall”).
What to show or demonstrate: Model sitting quietly, walking calmly, using a quiet voice, and gentle hands. Use puppets or dolls to act out appropriate and inappropriate scenarios (e.g., puppet running vs. walking, puppet shouting vs. whispering).
How to use the rhyme/song: Introduce the “Calm and Gentle Song” by singing it slowly with actions. Repeat it several times, encouraging pupils to join in with the actions and simple words. Praise their efforts.
How to use the video: Introduce the video as a fun way to see children behaving well. Play the video once or twice. After watching, ask pupils to point to an action they saw that was “good behaviour” or to imitate one of the actions from the video.
What to watch for: Observe if pupils can distinguish between “good” and “not good” behaviour in pictures. Look for their attempts to imitate modelled actions and participate in the song and role-play. Correct gently by re-demonstrating.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Role-play
- Imitation
- Repetition
- Question and Answer
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Greeting
Teacher’s Activity: The teacher greets the pupils warmly and sings a short “Good Morning” or “Welcome” song. The teacher then asks pupils, “Who likes to be a good boy/girl?” and “What does a good boy/girl do?”
Pupils’ Activity: Pupils respond to greetings, sing along, and may offer simple answers or gestures.
Learning Point: Pupils are engaged and introduced to the idea of good behaviour.
Step 2: Explanation and Picture Talk
Time: 5 minutes
Teaching Skill: Explanation/Visual Aid Use
Teacher’s Activity: The teacher introduces the topic “Composure: Behaving Appropriately” using simple words. The teacher shows picture cards, one by one, asking pupils to identify if the child in the picture is behaving “good” or “not good” and where (home, school, public place).
Pupils’ Activity: Pupils look at the pictures, point, and say “good” or “not good” with teacher’s help.
Learning Point: Pupils begin to recognise appropriate and inappropriate behaviours visually.
Step 3: Teacher Demonstration
Time: 5 minutes
Teaching Skill: Modelling/Demonstration
Teacher’s Activity: The teacher demonstrates appropriate behaviours for different settings. For example:
- “This is how we sit quietly at school.” (Teacher sits calmly.)
- “This is how we walk, not run, inside.” (Teacher walks slowly.)
- “This is how we use a quiet voice.” (Teacher whispers.)
Pupils’ Activity: Pupils observe the teacher’s demonstrations and may try to imitate some actions.
Learning Point: Pupils see clear examples of desired behaviours.
Step 4: Guided Practice & Role-play
Time: 5 minutes
Teaching Skill: Guided Practice/Role-play
Teacher’s Activity: Using puppets or by guiding pupils, the teacher leads simple role-play scenarios. For example, “Let’s pretend we are at the market. How do we walk?” or “This puppet is sharing. Can you share too?” The teacher provides positive reinforcement.
Pupils’ Activity: Pupils participate in the guided role-play, imitating appropriate actions like walking calmly, sitting nicely, or pretending to share.
Learning Point: Pupils actively practise appropriate behaviours with support.
Step 5: Rhyme/Song Reinforcement
Time: 4 minutes
Teaching Skill: Song Integration/Repetition
Teacher’s Activity: The teacher introduces the “Calm and Gentle Song.” The teacher sings the song with actions, repeating it several times and encouraging pupils to join in with the actions and simple words.
Pupils’ Activity: Pupils listen, watch, and try to sing along and perform the actions with the teacher.
Learning Point: Pupils reinforce the concept of being calm and gentle through a fun, repetitive song.
Step 6: Video Observation
Time: 4 minutes
Teaching Skill: Media Integration/Observation
Teacher’s Activity: The teacher introduces the video clip about good manners. “Let’s watch a video to see more children behaving well!” The teacher plays the video and points out specific good behaviours shown.
Pupils’ Activity: Pupils watch the video and observe the children’s actions. They may point or make sounds in response to what they see.
Learning Point: Pupils gain additional visual examples of appropriate behaviour.
Step 7: Evaluation/Review
Time: 4–5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- “Show me how you sit nicely.”
- “Is it good to run inside the classroom?” (Show picture of running child).
- “Point to the child who is using a quiet voice.” (Show picture cards).
- “Can you show me your gentle hands?”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 2 minutes
Teaching Skill: Summary/Encouragement
Teacher’s Activity: The teacher praises pupils for their participation and good behaviour during the lesson. The teacher reminds them to always try to be calm and gentle at home, school, and everywhere they go.
Pupils’ Activity: Pupils listen and say “Yes, teacher!” or clap their hands.
Learning Point: Pupils are encouraged to apply what they have learned in their daily lives.
Lesson Keywords
- Composed – being calm and quiet.
- Appropriate – acting in a good way that is right for where you are.
- Quiet – not making loud noise.
- Gentle – soft and kind, not rough.
Differentiation
- Support: For pupils who need more support, the teacher will provide more one-on-one modelling and hand-over-hand guidance for actions. Use only two contrasting picture cards (good vs. not good) at a time. Repeat instructions and demonstrations frequently.
- Extension: For pupils who grasp the concept quickly, encourage them to identify another place where they need to be composed, or demonstrate a different appropriate action not explicitly covered, such as saying “please” or “thank you” (with teacher’s prompt).
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